Marcia A. Barnes spends much of her time researching Developmental psychology, Cognition, Cognitive psychology, Working memory and Traumatic brain injury. Her biological study spans a wide range of topics, including Frontal lobe, Verbal memory, Closed head injury, Academic skills and Criticism. Her work on Neurocognitive as part of general Cognition study is frequently linked to Neural tube defect, bridging the gap between disciplines.
Her Cognitive psychology research includes themes of Language development, Inference and Comprehension. Her Comprehension study integrates concerns from other disciplines, such as Coherence, General knowledge, Language disorder and Representation. Her Working memory study combines topics in areas such as Internal medicine and Surgery.
Her main research concerns Developmental psychology, Cognition, Cognitive psychology, Working memory and Spina bifida. Marcia A. Barnes is studying Language development, which is a component of Developmental psychology. Her Cognition research incorporates elements of Clinical psychology and Child development.
The various areas that Marcia A. Barnes examines in her Cognitive psychology study include Inference, Reading comprehension and Comprehension. Her research in Working memory intersects with topics in Metacognition, Verbal memory and Fluency. Her research in Spina bifida intersects with topics in Cognitive development, Hydrocephalus, Physical medicine and rehabilitation and Neurodevelopmental disorder.
Marcia A. Barnes mainly investigates Developmental psychology, Reading comprehension, Cognitive psychology, Working memory and Reading. Her Developmental psychology research is multidisciplinary, incorporating perspectives in Intervention and Cognition, Intelligence quotient. A large part of her Cognition studies is devoted to Spatial ability.
Her Reading comprehension study combines topics from a wide range of disciplines, such as Inference and Comprehension. Her Cognitive psychology research incorporates themes from Short-term memory, Vocabulary and Fluency. Marcia A. Barnes interconnects Mathematical ability, Prospective cohort study and Traumatic brain injury in the investigation of issues within Working memory.
Her scientific interests lie mostly in Cognitive psychology, Short-term memory, Reading, Reading comprehension and Vocabulary. Her research integrates issues of Mathematical ability, Developmental psychology and Fluency in her study of Short-term memory. Marcia A. Barnes combines subjects such as Mathematics education and Self-regulated learning with her study of Reading.
Her Reading comprehension study combines topics in areas such as Text mining, Communication, Latent variable and Independent study. Her work is dedicated to discovering how Vocabulary, Context are connected with Comprehension, Dual process theory and Cognitive load and other disciplines. Her Working memory study is related to the wider topic of Cognition.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.
Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar.
Journal of The International Neuropsychological Society (2009)
Comprehension skill, inference-making ability, and their relation to knowledge.
Kate Cain;Jane V. Oakhill;Marcia A. Barnes;Marcia A. Barnes;Peter E. Bryant.
Memory & Cognition (2001)
A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics
Peng Peng;Jessica M. Namkung;Marcia Barnes;Congying Sun.
Journal of Educational Psychology (2016)
Classification of learning disabilities: An evidence-based evaluation.
Jack M. Fletcher;G. Reid Lyonm;Marcia Barnes;Karla K. Stuebing.
Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood.
Linda Ewing-Cobbs;Mary R Prasad;Larry A Kramer;Charles S Cox.
Journal of Neurosurgery (2006)
Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury.
Linda Ewing-Cobbs;Marcia Barnes;Jack M Fletcher;Harvey S Levin.
Developmental Neuropsychology (2004)
A meta-analysis on the relation between reading and working memory.
Peng Peng;Marcia Barnes;Cui Cui Wang;Wei Wang.
Psychological Bulletin (2018)
Classification of Learning Disabilities: An Evidence-Based Evaluation. Executive Summary.
Jack M. Fletcher;G. Reid Lyon;Marcia Barnes;Karla K. Stuebing.
The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding
C. Nikki Arrington;Paulina A. Kulesz;David J. Francis;Jack M. Fletcher.
Scientific Studies of Reading (2014)
Arrested development and disrupted callosal microstructure following pediatric traumatic brain injury: Relation to neurobehavioral outcomes
Linda Ewing-Cobbs;Mary R Prasad;Paul R Swank;Larry A Kramer.
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: